This study examined teachers’ ( n = 19), and peer coaches’ ( n = 10) perceptions of a job-embedded peer coaching professional development intervention designed to support teachers’ assistive technology (AT) use in inclusive preschool classrooms. Under this professional development model, school-based personnel, trained as coaches, supported teachers' AT use. The six-month professional development intervention combined online learning modules, access to AT tools, and structured peer coaching cycles. Data from participant focus groups and teachers’ written reflections were analyzed using thematic analysis. Findings revealed teachers’ and coaches’ agreement that the job-embedded coaching intervention expanded teachers' understanding and use of a range of AT and enhanced student engagement, communication, and participation. At the same time, participants noted multiple barriers to optimal implementation of the model, including time constraints, classroom management challenges, and staffing shortages. Study findings support the promise of job-embedded peer coaching for AT implementation while underscoring the critical need for structural reforms that are essential for peer coaching to reach its full potential.

This mixed methods study examined the impact of a multi-faceted professional development (PD) program for preschool teachers and classroom assistants on teacher-supported assistive technology (AT) use and early literacy development of children with disabilities. Four special education preschools were randomized into intervention (2 schools, 9 teachers, 50 children) and waitlist control (2 schools, 17 teachers, 42 children) groups. The 24-week PD included online modules, coaching, and AT device kits. Pre-post gains in children's AT use and early literacy skills were analyzed using χ2 and repeated measures ANOVA. Teacher interviews and reflective commentaries were analyzed using Framework Analysis methodology. From pre- to post-test, the percent of children in the intervention group using some form of AT rose from 36 to 80%. The percent of children using AT in the control group went from 45 to 62%. The difference in change between the two groups was statistically significant, χ² = 13.93, p=.001. Gains in early literacy skills were not significantly different across groups, F(1,90)=0.010, p=.922. Analysis of the qualitative data revealed three themes: the positive impact of AT on child engagement and participation, the importance of individualizing AT for each student, and barriers teachers faced in AT implementation. The PD program had a positive effect on children's AT use but not on gains in early literacy. Teachers' comments highlighted the nuanced relationship between AT use and literacy outcomes, suggesting the need for more targeted implementation of AT during literacy activities.

Background: Young children have experienced increased emotional difficulties, including anxiety, emotion dysregulation, and tantrums. Limited access to mental health services has created an urgent need for accessible interventions to equip professionals with effective strategies for managing children’s strong emotions. This study piloted an innovative virtual reality (VR) simulation designed to teach professionals emotion management techniques. Methods: Participants included 107 early childhood professionals (e.g., educational, healthcare, and allied health) working with children aged 3–6 years from the southeastern United States. The multilingual VR simulation taught professionals emotion management strategies. Participants self-selected whether to complete a temper tantrum management simulation (n = 71) or a separation anxiety simulation (n = 36). Participants’ responses to children’s strong emotions were assessed at baseline, post-intervention, and at one-month follow-up, along with a satisfaction survey. Results: Participants reported a significant increase in intent to use effective emotion regulation strategies immediately following VR completion. However, actual use of effective strategies showed no significant change at one-month follow-up. Being a Spanish-speaking professional was associated with significantly greater improvements in both intent and actual use of effective strategies at follow-up. Participants reported high satisfaction ratings with the VR simulations. Conclusions: VR simulations show promise as an innovative tool for teaching emotion management strategies, particularly benefiting Spanish-speaking early childhood professionals. While effective for immediate motivation, additional support mechanisms (e.g., repeated practice, workplace supports) may be needed to sustain long-term behavior change in professional practice.

Background: Young children have experienced increased emotional difficulties including anxiety, emotion dysregulation, and tantrums. Limited access to mental health services has created an urgent need for accessible interventions to equip professionals with evidence-based strategies for managing children's strong emotions. This study piloted an innovative virtual reality (VR) simulation designed to teach professionals evidence-based emotion management techniques. Methods: Participants included 107 early childhood professionals (e.g., educational, healthcare, allied health) working with children aged 3-6 years from the southeastern United States. The multilingual VR simulation taught professionals’ evidenced-based emotion management strategies. Participants completed either a temper tantrum management simulation (n=71) or separation anxiety simulation (n=36). Participants’ responses to children's strong emotions were assessed at baseline, post-intervention, and at one-month follow-up, along with a satisfaction survey. Results: Participants reported a significant increase in intent to use evidence-based strategies immediately following VR completion (Cohen's d = 0.51, p < 0.001). However, actual use of evidence-based strategies showed no significant change at one-month follow-up (Cohen's d = -0.03, p = 0.391). Being a Spanish-speaking professional was associated with significantly greater improvements in both intent (β = 0.17, p = 0.024) and actual use of evidence-based strategies at follow-up (β = 0.37, p < 0.001). Participants reported high satisfaction ratings (M = 4.59-4.74 on 5-point scale) with the VR simulations. Conclusions: VR simulations show promise as an innovative tool for teaching emotion management strategies, particularly benefiting Spanish-speaking early childhood professionals. While effective for immediate motivation, additional support mechanisms may be needed to sustain long-term behavior change in professional practice.